ERIC EJ1146605: The Use of the Interactive Whiteboard in Mathematics and Mathematics Lessons from the Perspective of Turkish Middle School Students

2017·0.25 MB·English

by  ERIC

http://ijhe.sciedupress.com International Journal of Higher Education Vol. 6, No. 3; 2017
The Use of the Interactive Whiteboard in Mathematics and Mathematics
Lessons from the Perspective of Turkish Middle School Students
Nezih Önal1 & Cennet Göloğlu Demir2
1 Faculty of Education, Niğde Ömer Halisdemir University, Niğde, Turkey
2 Karabük Science and Arts Center, Karabük, Turkey
Correspondence: Nezih Önal, Faculty of Education, Department of CEIT, Niğde Ömer Halisdemir University, 51240,
Merkez, Niğde, Turkey

Received: May 6, 2017 Accepted: June 19, 2017 Online Published: June 22, 2017
doi:10.5430/ijhe.v6n3p195 URL: https://doi.org/10.5430/ijhe.v6n3p195

Abstract
It is a great paradox that despite the great importance attached to mathematics education in Turkey, high failure rates
are observed among Turkish students in mathematics. For this reason, new applications are implemented in the field
of mathematics education in Turkey. One of these applications is the use of technology in mathematics education.
Thus, this research aimed to determine the attitudes and opinions of the middle school students towards the use of the
interactive whiteboard, which is among the technologies used in mathematics and mathematics lessons. The research
is based on a mixed-method research design in which both quantitative and qualitative methods were used. The
quantitative part of the study was conducted with 726 students, selected via the convenience sampling method, in 4
different central schools affiliated to the Ministry of Education (MNE) in the Karabük province during the
2015-2016 academic year, while the qualitative part was carried out with 20 participants determined on a voluntary
basis. The research data were obtained from the “Attitude Scale towards Mathematics”, the “Interactive Whiteboard
Attitude Scale” and the semi-structured interviews. It was found that the participants in the survey had a positive
attitude towards the use of the interactive whiteboard in mathematics lessons and that they were positively affected
by the interactive whiteboard in learning mathematics. In addition, it was concluded that participants' attitudes
towards mathematics and the use of the interactive whiteboard was above average. It was also found that the male
students’ attitudes towards the interactive whiteboard were more positive than that of the female students, and the
level of positive attitude towards mathematics decreases as the class level increases accordingly. Finally, a low
positive correlation was found between students' attitudes towards mathematics and the interactive whiteboard.
Keywords: Middle School, Interactive whiteboard, Mathematics, Attitude, Opinion
1. Introduction
1.1 Integration of Technology and Teaching
Developing technological tools such as apps, smart phones, social media, tablets, and YouTube have been included in
the teaching and learning process over time. The ongoing evolution of technology hardware, software, and
instructional applications affect the teaching and learning process (Nadelson, Bennett, Gwilliam, Howlett, Oswalt &
Sand, 2013). In the past, only textbooks were used in the teaching process, which in time continued with the use of
computers, projection devices, interactive whiteboards and tablets in order to increase the effectiveness of learning
outcomes. Among these products, interactive whiteboards, which can provide enriched learning environments, has
started to take place in the classrooms by means of state policies in Turkey since 2010 within the framework of the
F@TİH [The Movement of Increasing Opportunities and Improving Technology] Project (The Ministry of Education,
2016).
Technology integration and teaching within the scope of the project is undoubtedly important for every course.
However, it can be stated that the use of technology in mathematics, which is a subject that consists of abstract
concepts and which a considerable number of students find difficult, has an important place in education (Alakoç,
2003). Moreover, mathematics is regarded to be a difficult and boring lesson, which generally makes students suffer
from failure and fear. In other words, students’ attitudes towards mathematics are generally negative. The situation
has many reasons that can arise from students, teachers, textbooks, learning environments and the passivity of
students in the learning process (Çağlar & Ersoy, 1997). From this point of view, it can be thought that the use of
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technology in the mathematics class can bring about a solution to the mentioned obstacles. For example, Baykul
(2001) emphasized that students find mathematics difficult because of its abstract nature and asserted that it should
be taught with embody. On the other hand, technology seems to be a good way to embody mathematical concepts.
From this aspect, it is possible to say that the tendency to make use of technological products increases. However,
this is a hypothesis that needs to be confirmed. For this reason, it is believed that studies conducted by different
researchers in the field will make valuable contributions to the related literature.
1.2 Review of Literature
A meta analysis study by Cheung & Slavin (2013) reported that educational technology applications lead to a
moderate level of positive effect on mathematics success. Similarly, a meta analysis study by Li & Ma (2010), which
examined the effects of computer technology on mathematics achievement. The authors concluded that computer
technology had a moderate level of a positive effect on mathematics achievement and a greater impact on the
mathematics achievement of special need students than that of general education students. However even though the
effects of technology on mathematics achievement are revealed, the related literature on the use of the interactive
whiteboarddoes not provide any clear evidence regarding the merits of this technology in relation to teaching or
learning outcomes (Holmes, 2009). However, some of these research studies show that the interactive whiteboard has
a positive effect on mathematical success (Ekici, 2008; Kaya, Akçakın & Bulut, 2013; Miller, Glover & Averis, 2004;
Tezer & Deniz, 2009). Researchers were interested in not only mathematical success, but also the effect of the
interactive whiteboard on students’ attitudes and motivation (Mata, Lazar & Lazar 2016; Şad 2012). The
identification of the impact of interactive whiteboards on success will remain limited in determining the role of smart
whiteboards in teaching because the affective characteristics possessed by the learners and the factors influencing
these characteristics are influential in learning. In this case, emotional perceptions, such as attitude, self-efficacy
beliefs, and motivation are encountered as factors affecting education. In the TIMSS-1999 test, it was determined
that the level of the self-efficacy belief scores of Turkish students was important for mathematics achievement scores,
and the level of self-efficacy beliefs, attitude and value scores of the students were significant for the mathematics
achievement scores in the TIMSS-2007 exam (Doğan & Barıs, 2010). For this reason, revealing attitudes and
attitude-related conditions and taking measures based on research results are essential in reaching the target
educational goal (Avcı, Coşkuntuncel & İnandı, 2011). Some research studies reveal that interactive whiteboards
enhance attentiveness and motivation of students and, thus, influence their learning positively (Baran, 2010; Lai,
2010; Marzano, 2009; Slay, Sieborger & Hodgkinson-Williams, 2008). Torff & Tirotta (2010) reported that the use of
interactive whiteboard technology was associated with upper elementary students’ motivation in mathematics.
Though the effect was very small, students in the treatment group reported higher levels of motivation relative to
control students. Similarly, another study reported that the use of an interactive whiteboard in the teaching of
mathematics had a positive impact on students’ attitude towards mathematics students (Ekici, 2008; Tataroğlu 2009;
Yorgancı & Terzioğlu, 2013). In contrast, he results of the research conducted by Çelik & Gündüz (2015) show that
students do not display positive attitudes towards interactive whiteboards used in mathematics lessons.
1.3 Purpose
The success rates in mathematics are quite low in Turkey; hence, research is being conducted on the effect of
interactive whiteboards on students’ success in mathematics. Thus, despite its high costs, the F@tih Project was
initiated by the government. The identification of the relationship between students' attitudes towards the interactive
whiteboard and their attitudes towards the mathematics lesson is very important in terms of revealing the
psychological process that affects learning. As a matter of fact, a student who does not like the use of a whiteboard
can develop negative affective traits over time, or it may be the vice versa; a student who likes to use an interactive
whiteboard may begin to become interested in a lesson he does not like over time.
In this research study, students' views and ideas were focused on by emphasizing the importance of student attitudes
in the use of interactive whiteboards in teaching mathematics with the aid of educational policies of Turkey where
some innovations were introduced. The main research questions of the study are as follows: "What is the attitude of
middle school students towards mathematics and the use of the interactive whiteboard? and “Is there a meaningful
relationship between middle school students’ attitude towards mathematics and the use of the interactive whiteboard?
The present study also sought to answer the following sub- research questions:
1-Do middle school students’ attitudes towards mathematics and the interactive whiteboard differ significantly by
gender?
2-Do middle school students’ attitudes towards mathematics and the interactive whiteboard differ significantly by
class level?
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3-Do middle school students’ attitudes towards mathematics and the interactive whiteboard differ significantly by
achievement scores in mathematics?
4-Is there a relationship between the attitudes of middle school students towards mathematics and the use of the
interactive whiteboard?
5-What are students’ views regarding the influence of the use of interactive whiteboards in mathematics lessons on
students' attitudes towards mathematics?
6-What are students’ views on the positive and negative aspects of the use of the interactive whiteboard in
mathematics lessons?
7-What are students’ views regarding mathematics instruction via the use of the interactive whiteboard in
mathematics lessons?
2. Method
2.1 Research Model
In the present research, mixed methods of quantitative and qualitative research methods were used in order to
examine the attitudes of middle school students towards mathematics and the use of the interactive whiteboard in
lectures.
According to Creswell & Plano Clark (2011), mixed methods are patterned; they are developed to collect, analyze
and correlate both quantitative and qualitative data in a single study or multiple study sequences to understand the
research problem. Therefore, a mixed methodology should not be merely defined as a collection of (qualitative and
quantitative) data obtained from two different research methods. The basic reason for using a mixed methodology,
namely qualitative and quantitative, as the research design is that it enables the research question or problem to be
understood more effectively when compared to the use of one of the methodologies. This case can be expressed in
the form of strengthening the work to be performed. Nevertheless, it can be concluded that the results obtained from
the research of mixed methods are richer, more comprehensive and reliable than the results obtained only from
quantitative or qualitative researches. Thus, it is possible to say that a mixed method research, which bears the power
of both methods, which makes it a good option to be able to bring different perspectives to the study (Creswell,
2012).
The research is designed in the form of an Explanatory Mixed Method. Because a descriptive survey study was
conducted primarily to seek the answers to the research problems, interviews (follow-up interviews) with a select
number of participants were conducted to explain the results of the survey study (Creswell, 2012).
In the research, this design was chosen to collect data from a wide range of participants through quantitative research,
to be able to generalize the results, and to obtain in-depth information from a select number of participants by means
of qualitative research.
Quantitative Data Collection
and Analysis Qualitative Data
*Mathematical Attitude Scale Collection and Analysis Interpretation
*Interactive Whiteboard *Interviews with Students
Attitude Scale

Figure 1. The Explanatory Mixed Methods Design
In the present study, descriptive survey design, which is one of the quantitative research methods, was initially used
to reveal the attitudes of middle school students towards mathematics and the use of the interactive whiteboard.
Descriptive survey, according to Karasar (2004), is a research approach that aims to describe the past or present as it
exists. In this model, the event, individual or object under research is tried to be defined as it appears in its own
conditions. In this part of the study, the Mathematical Attitude Scale and the Interactive Whiteboard Attitude Scale
were used. The "phenomenology" research method, which is among the qualitative research methods, was used in
order that the students' opinions and competences regarding the use of the interactive whiteboard in mathematics
courses can be explained in more detail. Phenomenology focuses on the phenomena, the patterns of which we are
aware of but not have an in-depth and detailed understanding of. The phenomena can emerge in various forms, such
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as events, experiences, perceptions, orientations, concepts, and situations in the world we live in (Yıldırım & Şimşek,
2008).
2.2 Participants
Quantitative data of the study were collected from 726 middle school students who were educated in 4 different
central schools in the Karabük province during the 2015-2016 academic year. The sample group was selected by
means of the convenience sampling method. Since 23 of the students were missing or misplaced the data collection
tools, they were not included in the research group. Thus, the instruments filled out by 703 students were included in
the study for analyses. Some demographic characteristics of the research group are presented in Table 1 below:
Table 1. Characteristics of the Participants
Variables Frequency (N) Percentage (%)
Male 367 52.2
Gender
Female 336 47.8
5th Grade 191 27.2
6th Grade 148 21.0
Grade Level
7th Grade 173 24.6
8th Grade 191 27.2
0-45 60 8.5
46-54 92 13.1
Mathematics Achievement Scores 55-69 138 19.6
70-84 165 23.5
85-100 248 35.3
703 100.0
When Table 1 is examined, it can be seen that the students who participated in the research are distributed in a
balanced manner in terms of gender and class level. It is noteworthy that in terms of the the variable of achievement
scores, which are based on the students’ report cards, the least number of students (8.5%) were present in the group
with an achievement score between 0-45, while the highest number of students (35.3%) were in the group with an
achievement score between 85-100.
Table 2. The Characteristics of the Interview Participants
Variables Participants Frequency (N)
Female S4, S5, S6, S7, S8, S11, S12, S14, S16, S17, S19 11
Gender
Male S1, S2, S3, S9, S10, S13, S15, S18, S20 9
5th Grade S1, S2, S3, S4, S5 5
6th Grade S6, S7, S8, S9, S10 5
Grade Level
7th Grade S11, S12, S13, S14, S15 5
8th Grade S16, S17, S18, Ö19, Ö20 5
46-54 S6, S10, S14 3
55-69 S2, S4, S9, S20 4
Mathematics Achievement Scores
70-84 S1, S7, S13, S15, S18, S19 6
85-100 S3, S5, S8, S11, S12, S16, S17 7
20
The qualitative data in the study were collected from 20 participants who were determined on a voluntary basis. The
general characteristics of the participants are presented in Table 2. When Table 2 is examined, it can be observed that
the gender and grade level of the students that attended the meeting are distributed in a balanced manner. According
to the achievement scores variable, it can be observed that the report score was between 46-54 for 3 students,
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between 55-69 for 4 students, between 70 and 84 for 6 students, and between 85-100 for 7 students with whom
interviews were conducted.
2.3 Data Collection Tools
2.3.1 The Mathematics Attitude Scale
One of the data collection tools used in this research is the Attitude Scale for Mathematics developed by Önal (2013).
This scale consists of 22 items and four factors: Interest, anxiety, work and necessity. It was based on a 5-point likert
scale: "Strongly Agree", "Agree", "Undecided", "Disagree" and "Strongly Disagree". Inverse coding has been done
for the negatively worded items in the scale. The internal consistency coefficient (Cronbach's alpha coefficient) for
the whole scale was 90. The internal consistency coefficient of the four factors were 0.89 for "interest"(item number
10), 0.74 for "anxiety" (item number 5), 0.69 for "study" (item number 4), and 0.70 for "Necessity" (item number 3).
The variance explanations of the factors were determined as 35.01% for Factor 1, 7.71% for Factor 2, 7.11% for
Factor 3, and 5.31% for Factor 4. The total variance explained is 55.12%. Confirmatory factor analysis was also
conducted, and it was verified that the scale had a four-factor structure.
2.3.2 The Interactive Whiteboard Attitude Scale
Another data collection tool used in the research was the Interactive Whiteboard Attitude Scale, developed by Çelik
& Atak (2012). This scale consists of 24 items and 3 factors. The internal consistency coefficient for this scale was
found to be .86. The first factor −Smart Board Easiness (Items 1-11)− includes items related to the facilities of the
interactive whiteboard. The second factor − Intelligent Challenges (Items 12-20) involves items related to the
challenges of the whiteboard and the last factor −Teacher's Use of Intelligent Board (Items 21-24) contains items
related to the interactive use of the teacher's whiteboard. The variance explanations of the factors were 20.83% for
Factor 1, 16.06% for Factor 2 and 11.07% for Factor 3. According to the explanatory factor analysis, the total
variance of the scale is 47.95%. Confirmatory factor analysis was also performed, and it was verified that the scale
had a three-factor structure.
2.3.3 The Semi-structured Interview Form
In this study, the researchers conducted semi-structured interviews with 20 participants voluntarily participating in
the study. with five students at different grade levels (5, 6, 7, 8) in order to reveal the views of junior high school
students about the mathematics learning process and the use of the interactive whiteboard in the lessons.
Semi-structured interviews were carried out by preparing specific questions in advance to elicit the same kind of
information from the participants through orientation to similar issues (Patton, 2002). In these interviews, the
researcher had the flexibility to to ask further questions in addition to the afore-prepared questions in order to get
more detailed information about the topics (Yıldırım & Şimşek, 2008). Following are the questions in the
semi-structured interview form prepared by the researchers before the interview:
1. Did the use of the interactive whiteboard in the mathematics courses affect your attitude towards the lesson?
How did it affect it? Why do you think like this. Can you explain?
2. While using the interactive whiteboard in your mathematics classes,
a) does it have positive aspects? If so, what are these? Why do you think so?
b) does it have negative aspects? If so, what are these? Why do you think so?
3. Do you think that the use of the interactive whiteboard in mathematics affects your learning? If yes, can you tell
me how you are affected by this? Why do you think so?
2.4 Data Analysis
The necessary preparations were made before the data were analyzed. In this framework, the scales applied to the
participant were checked one by one and the missing and blank ones were eliminated from the analysis process and
the numbers were given starting from the remaining forms and then transferred onto SPSS. The
Kolmogorov-Smirnov normality test was performed on the data and the homogeneity of variances were also checked.
According to the results obtained, the parametric tests to be conducted have been determined. It was decided that
t-Tests for two categorical variables and ANOVA for five categorical variables would be performed since the t-test
and the ANOVA test assumptions were obtained by taking the average total scores of the scales and the average
scores of the scales from the data set transferred onto SPSS. The participants who were interviewed were given code
names S1, S2, ... S20 to conceal their names. Subsequently, the interviews were carried out by the researchers and
written in alphabetical order into an MS Word text file. The interview transcripts were made in approximately two
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weeks. The researchers performed their analyses based on this file. The interview data were analyzed using the
methods of descriptive analysis and content analysis.
2.5 Validity and Reliability
To ensure the validity of the quantitative component of the present study, scales whose validity were ensured were
utilized. As for the reliability of the study, Cronbach's Alpha coefficient was taken into account. The Alpha
coefficient was calculated to be .90 for the mathematics attitude scale and .86 for the interactive whiteboard attitude
scale.
The results of the research are discussed in connection with the results of previous research to enhance the reliability
of the present study. The most important way of providing internal reliability in research is have the data analyzed by
more than one researcher and to check the consistency between the codes. For this reason, the data obtained in order
to ensure the internal reliability of the study were analyzed by each researcher.
In the present study, expert opinions were received for the semi-structured interview questions, and the interviews
were recorded onto both a voice recorder and on a computer. Attention has been paid to reporting the data collection
procedures and the process of reaching the research results in detail. In order to obtain external validity, the
research environment has been served by other researchers in a way that allows them to design a different research
by following similar paths in terms of participants and the details of the data collection process.
3. Results
3.1 Findings for the First Sub Research Question
In the study, the descriptive analysis results that reflect the average values of the general attitudes revealed by the
implemented scales are as follows:
Table 3. Descriptive Analysis Results Obtained from the Total Scores of the Scales
Mathematical Attitude Scale Interactive Whiteboard
Current Data Count (703)
(22 Number) Attitude Scale (24 Number)
Total Average Scores 81.60 88.24
Minimum 35.00 46.00
Maximum 110.00 120.00
Distortion -.317 -.150
Criterion -.468 -.491
As it can be seen from Table 3, the mathematics attitude scale (22 * 5 Likert = 110) yielded a total average score of
81.60, while the interactive whiteboard attitude scale (24 * 5 li Likert = over 120) yielded a total average score of
88.24 . These values appear to be above the average. It is also observed that the scales and the kurtosis values of the
scale data are between -1 and +1 which indicates a normal distribution of the data.
One of the research questions of the present study was "Do middle school students’ attitudes towards mathematics
and the use of the interactive whiteboard differ significantly by gender?" The t-test analysis results yielded to this
research question are presented below in Table 4:
Table 4. Results of the t-Test Analysis by Gender
Gender N X s sd t
Female 367 3.6904 .74017
Attitude towards Mathematics 699.20 .715
Male 336 3.7296 .71279
Attitude towards the use of the Female 367 3.5992 .61775
697.65 3.525
Interactive Whiteboard Male 336 3.7620 .60606
*p<0.05
When Table 4 is examined, it can be observed that students' attitudes towards math did not show any significant
difference by gender (p = .475). However, attitudes towards the interactive whiteboard showed a significant
difference in favor of men (p = .000). In other words, male students were found to have a more positive attitude
towards the interactive whiteboard than girls.
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3.2 Findings for the Second Sub Research Question
Another research question of the present study was as follows: "Do middle school students’ attitudes towards
mathematics and the use of the interactive whiteboard differ significantly by class level?" The results of the ANOVA
analysis as regards this research question are presented in Table 5 and Table 6 below:
Table 5. Results of the One-way ANOVA by Grade Level
Source of Sqaures Difference between
Variables Sum of squares sd F
Variance Average groups
Mathematical Between groups 41.671 3 13.890 29.483 5-6; 5-7; 5-8
Attitude Scale Within groups 329.314 699 .471 6-8
(Grade Level) Total 370.985 702 7-8
Interactive Between groups 2.120 3 .707 1.862
Whiteboard Within groups 265.251 699 .379 -
Attitude Scale
Total 267.371 702
(Grade Level)
Table 5 displays the analysis results as to whether there was a significant difference between students' attitudes
towards mathematics and interaction with the whiteboard according to the class level variable. The results of the
one-way analysis of variance (ANOVA) showed that there was no significant difference between students' attitudes
towards mathematics (p = .000) and attitudes towards interaction with the class (p = .135). The Tukey’s test was
conducted to determine which groups the difference had originated from. It was found that there was a significant
difference between grade 8 and grades 6, and 7. There was also a significant difference between grades 5, and grades
6, 7 and 8. Table 6 shows the results of the descriptive analysis by class level.
Table 6. Descriptive Analysis Results by Grade Level
Attitude towards
N Min. Max. X SS
Mathematics
5th Grade 191 3.98 4.17 4.08 .66
6th Grade 148 3.53 3.74 3.63 .64
7th Grade 173 3.57 3.78 3.68 .68
8th Grade 191 3.32 3.54 3.43 .75
Attitude towards the use of
N Min. Max. X SS
Interactive Whiteboard
5th Grade 191 3.68 3.83 3.75 .58
6th Grade 148 3.60 3.80 3.70 .60
7th Grade 173 3.56 3.75 3.66 .64
8th Grade 191 3.51 3.63 3.61 .64
Tables 5 and 6 show that 5th grade students have a more positive attitude towards mathematics than does 6th, 7th and
8th grade students. Another noteworthy difference is that the attitudes of the 8th grade students towards mathematics
are less positive than the students in the other grades.
3.3 Findings for the Third Sub Research Question
One other research question of the present study was as follows: "Do middle school students’ attitudes to the
mathematics and the use of the interactive whiteboard differ significantly by mathematics achievement scores?" The
results of the ANOVA analysis performed for this research question are presented in Table 7 and Table 8:

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Table 7. One-way Analysis of Variance (ANOVA) Concerning Analyzed with Scales
Source of Sqaures Difference between
Variables Sum of squares sd F
Variance Average groups
Between Groups 62.786 4 15.697 35.549 0-45--85-100
Mathematical
46-54--70-84
Attitude Scale Within Groups 308.199 698 .442
46-54--85-100
(Grade Level)
Total 370.985 702 55-69--85-100
Interactive Between Groups 2.547 4 .637 1.678
Whiteboard Within Groups 264.823 698 .379 -
Attitude Scale
Total 267.371 702
(Grade Level)
Table 7 presents the results of the analaysis examining whether there is a significant difference between students'
attitudes towards mathematics and interaction with the whiteboard. The results of the one-way analysis of variance
(ANOVA) showed that there was no significant difference between attitudes towards the interactive whiteboard (p
= .153) and the students' attitudes towards mathematics according to the achievement scores as reported on the
school report card. The Tukey test was conducted to determine which groups the difference originated from.
Significant differences were found between those with a score of 85-100 and those with a score of 0-45, 46-54, 55-69,
school report grades 70-84 and 46-54. Table 8 shows the results of the descriptive analysis based on students’ grades
of as reported on their report card:
Table 8. Descriptive Analysis Results of the Math Report Card Score Variable
Attitude towards
N Min. Max. X SS
Mathematics
0-45 60 3.37 3.70 3.53 .64
46-54 92 3.25 3.51 3.38 .63
55-69 138 3.31 3.52 3.42 .65
70-84 165 3.51 3.73 3.62 .71
85-100 248 4.02 4.18 4.09 .66
Attitude towards the use of
N Min. Max. X SS
Interactive Whiteboard
0-45 60 3.53 3.78 3.65 .50
46-54 92 3.52 3.76 3.64 .56
55-69 138 3.48 3.68 3.58 .61
70-84 165 3.66 3.85 3.75 .62
85-100 248 3.62 3.78 3.70 .66
As can be seen in Table 7 and Table 8, the students with a score of 85-100 have more positive attitudes towards
mathematics than students with scores between 0-45, 46-54, 55-69. Moreover, students with grades 70-84 have more
positive attitudes towards mathematics than those with grades 46-54.
3.4 Findings for the Fourth Sub Research Question
The fourth research question of the present study was "Is there a relationship between the attitudes of middle school
students towards mathematics and their attitudes towards the use of the whiteboard?" A simple linear correlation
analysis was performed to seek answers to the mentioned research question. According to the results obtained from
this analysis, a significant correlation was found between participants' mathematical and interactive whiteboard
attitudes (r = .140, p = .000, p <0.01).

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Table 9. The Relationship Between Attitudes Towards Mathematics and Attitudes Towards Use of Interactive
whiteboard
Variable N r
Attitude towards Mathematics
703 .140
Attitude towards the use of the Interactive Whiteboard
As can be seen from Table 9, there is a low positive correlation between attitude towards mathematics and attitude
towards interaction with the whiteboard, r = .140, p <.01. It is possible to say that the scores of these two attitude
scales in the study are weak in relation to each other.
3.5 Findings for the Fifth Sub Research Question
The fifth research question of the present study was as follows: When using the interactive whiteboard in
mathematics lessons, was your attitude towards the lesson influenced?" The answers to this question by all the 20
students were affirmative: "yes, it affected us positively ". Some of these statements were as follows:
S1: "The interest in interactive mathematics has increased even more because when we do the lecture on the
interactive whiteboard, our lesson is very enjoyable."
S7: "I love mathematics more because it makes me interested in using the interactive whiteboard. It increases my
interest in math. This board is very interesting. "
S15: "Because of the smooth appearance of this board, and because the shapes are so remarkable, my interest in
mathematics has increased greatly."
3.6 Findings for the Sixth Sub Research Question
The sixth research question was as follows: "What are your thoughts about the positive and negative aspects of using
interactive whiteboard in mathematics lessons?" The answers to this question were coded and the findings are
presented in Table 10:
Table 10. Positive and Negative Aspects of Using the Interactive Whiteboard in Mathematics Lessons
Code
Theme Code Paticipants
Number
Simplifies the lesson S1, S10 2
Facilitates comprehension S1, S7, S8, S10 4
S1, S2, S4, S8, S9, S10, S11, S14,
Increases attention and interest 12
S16, S17, S18, S20
Facilitates problem-resolution S4, S7, S13, S16 4
Enables active participation in the course S2, S8, S9, S10, S17, S19 6
Positive effects Brings vitality via visuality, color, and shape S4, S6, S12 3
Saves time S7, S11, S12, S14, S15 5
Increases success S10, S11, S14 3
Reduces chalk dust S1, S3, S11 3
Enables learning to be fun S2, S3, S4, S8, S11, S12, S14, S20 8
Enables more effective learning S1, S7, S9, S10, S12, S13, S14 7
Is more convient for the teacher S3, S6, S14 3
May damage the eye S3, S4, S5, S13, S14, S20 6
Electricity increases S3, S9 2
Negative effects
Emits radiation S4, S9, S10 3
Hard to see from behind S4, S11, S13, S19 4
It is seen from Table 10 that the opinions of the students are coded under two themes as "positive effects" and
"negative effects". It is noteworthy that the use of the interactive whiteboard in lessons has more positive effects than
Published by Sciedu Press 203 ISSN 1927-6044 E-ISSN 1927-6052
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negative effects. The most frequent opinions regarding the positive contribution of the interactive whiteboard turned
out to be attention, interest, fun, a more effective learning experience, and active participation in the lesson. Some of
the participants’ views on the positive aspects of the use of the interactive whiteboard in mathematics are as follows:
S7: "Thanks to the interactive whiteboard, we are able to do our lessons and assignments quickly. We understand
mathematics better. We also solve the questions easily. "
S12: "The positive aspect of using interactive whiteboards in mathematics teaching is that children become more
interested and more passionate towards mathematics."
S14: "We understand mathematics better, which makes mathematics more fun."
S20: "This board is remarkable in appearance, so we pay more attention to the interactive whiteboard. I do not think
it has got a negative aspect. "
The most important effect students perceive as an adverse effect of the interactive whiteboard is the concern that the
interactive whiteboard may be harmful to the environment. Students are also of the opinion that it is difficult to see
the interactive whiteboard from the rear end of the classroom because of its size that it can create headaches due to
radiation, and that the electricity cost may be too much for the school. For example, participant S3 said, "all of us
shift to a white and bright environment when the internet is opened, and this can also hurt our eyes." Similarly,
another participants said, "The interactive whiteboard is harmful for the eyes."
Participants who are eager to use the interactive whiteboard will increase the electricity cost. Participant S9 thinks
that "Electric bills will increase due to their work with interactive whiteboards."
"Harmful aspects are that because it is an electronic device, it emits radiation and threatens our health." (S4)
"Problems written on the board can be disturbing to our friends because they can’t see clearly from the backseats"
(S11)
3.7 Findings for the Seventh Sub Research Question
The seventh research question was as follows: "Does the use of interactive whiteboards in your math class affect
your mathematics learning? How? "The the answers to this question are presented in Table 11 below:
Table 11. The Effects of the Use of the Interactive Whiteboard in Mathematics Lessons
Code
Theme Code Participants
Number
Interest in the course S1, S2, S8, S9, S10 5
Request for the use of whiteboard S2, S17 2
Permanent learning S2, S5, S8 3
Impacts of affective
Problem solving S1, S2, S3, S5, 4
and cognitive skills
Effective understanding of the course S3, S5, S9, S14, S15 5
Opportunity to solve many questions S8, S13, S14, S15, S17, S19 6
Quick and easy learning S11, S13, S19 3
As can be seen in Table 11, the use of interactive whiteboards in mathematics lessons has had a positive impact on
students’ affective learning domain by increasing their interest in and desire towards the use of the interactive
whiteboard. In addition, students expressed views that referred to cognitive benefits such as persistent learning,
problem solving, effective comprehension of the lessons, solving of many questions, and rapid learning.
4. Discussion and Conclusion
In this study, the thoughts and the attitudes of middle school students towards mathematics and the use of the
interactive whiteboard in mathematics classes and their thoughts were examined. In the current study where an
explanatory mixed method was used, attitudes of students were determined by means of scales, and in-depth
knowledge about the topic was obtained via semi-structured interview questions and the analysis of the data.
Thus, as a result of the data analyses in the present study, it was first found that the participants’ attitudes towards
mathematics and the use of the interactive whiteboard was above average. In other words, the attitudes of the
students can be considered to be at the level of 'Agree'. This finding indicates that participants liked mathematics and
were pleased with the use of the interactive whiteboard in mathematics lessons. This may be due to the fact that
Published by Sciedu Press 204 ISSN 1927-6044 E-ISSN 1927-6052